A Study On The Communication Between Teachers And Students In Middle School From The Perspective Of Communication Rationality

As the foundation of education building,the relationship between teachers and students plays an important role in people’s growth and development.The relationship between teachers and students in middle school plays an important role in students’ educational career and has a far-reaching influence on their personality perfection and physical and mental growth.However,through the previous studies on the relationship between teachers and students,it is found that the current academic debate on the relationship between teachers and students still exists,and the theory of the relationship between teachers and students is constantly updated.So what is the current situation of teacher-student relationship in middle school? Is there a problem? If so,what is the problem and why? Based on this,the researcher selects the communication rationality theory of Habermas,the representative figure of the Frankfurter School,as the perspective of observation and analysis.On the basis of explaining the main contents and thoughts of Habermas’ s communication rationality theory,the author analyzes the existing problems in the relationship between teachers and students in middle schools through analyzing the due meaning of the relationship between teachers and students in middle schools,and strives to establish a real and effective relationship between teachers and students.First of all,the discussion of the relationship between teachers and students in middle school cannot be separated from the study of communicative rationality.In the 1980 s,the world was faced with the severe problem of globalization,the contradictions in the capitalist society became increasingly acute,and the relationship between people showed a pathological condition,such as the generalization of material benefits in communication and other problems.Habermas put forward the concept of communicative rationality on the basis of deep reflection on modern rationality,aiming at solving the problems of "alienation" and "materialization" in the real communication activities at that time.The main contents of the theory of communicative rationality include communicative behavior,living world and universal pragmatics.It emphasizes the realization of mutual understanding and coordination among subjects through dialogue.Based on the above theoretical background,the teacher-student relationship under the theory of communicative rationality has unique connotation and characteristics.Specifically,the teacher-student relationship contains multiple levels,including the interpersonal relationship between subjects,the dialogue relationship between words and deeds and the communication relationship to understanding,and is characterized by the intersubjectivity,emotion and dialogue.Secondly,in order to understand the current situation,problems and reasons of the relationship between teachers and students in middle schools,this paper mainly adopts qualitative research methods to enter the front line of middle schools and integrate into the school life.It carries out a three-month field observation of a middle school in Jingzhou City,supplemented by interviews,and analyzes the classroom dialogue and extracurricular interaction between teachers and students.Through the research,it is found that although the attention of teacher-student relationship is increasing in recent years,the following problems still emerge in practice: first,the teacher-student relationship changes from "person-person" to "person-thing" in terms of conceptual cognition;Second,the subject status of teachers and students is not equal.Third,in the communication behavior,the scope of communication between teachers and students is limited;Fourth,there is no real dialogue between teachers and students.These problems hinder the establishment of a good relationship between teachers and students,and do harm to the development of teachers and students themselves.Through the analysis of these problems,it is found that the reason is that the communication subject ignores the nature of education because of the instrumental rational-oriented communication view,the influence of the traditional teacher-student view makes the role concept of teachers and students deeply rooted,attaches too much importance to management and teaching to ignore emotional communication,and the dialogue consciousness is fuzzy,so there are some ineffective dialogues.Therefore,at the end of this paper,the author,with the help of Hammabes’ communicative rationality theory,puts forward several strategies to improve these problems.One is to reshape value rationality and return to the essence of education.Including insisting on the human nature of the subject position of education;Second,based on the intersubjectivity,promote equal communication between teachers and students.Including changing the traditional role orientation and establishing the real inner authority of teachers;Third,return to the life world and pay attention to students’ mental state.Including teaching content return to the life world and actively carry out teacher-student interaction and cooperation;Fourth,the pursuit of effective dialogue to achieve spiritual encounter between teachers and students.This includes raising the awareness of dialogue,with equality as the principle and understanding as the core.